The Determined Victor Jimmy Connors :: Essays Papers

The Determined Victor Jimmy Connors The Determined Victor What is a saint? A legend is somebody who has accomplished numerous objectives throughout their life; somebody respected for his noteworthy endeavors; or somebody who shows colossal boldness. A saint controls a lot of intensity of power, or solid impact over others. At the point when individuals imagine a saint, they for the most part think about a hero, a paragon, a winner, or a VIP. Jimmy Connors spoke to every one of these characteristics. He showed power when he was on the tennis court, and he stated his power off the court. Mr. Connors is a prevailing, compelling powerhouse. A victor was conceived unconsciously on September 2, 1952. A kid was destined to transcend his confidants. He was conceived James Scott Connors after his dad. From the time he was scarcely three years of age, nobody could advise that little Jimmy would have been a boss. Bound for greatness his mom and grandma realized that for Jimmy to be incredible he would need to buckle down. So regularly until Jimmy was a young person his mom and grandma would penetrate him with tennis balls, seeing early that he had huge ability. Little for his age, Jimmy needed to compensate for it by one way or another. So while other kids his age played with toys or watched T.V., Jimmy would be out on the tennis court taking a shot at his game. Jimmy needed to be the best. He realized that his prosperity relied upon his speed and his procedure. Jimmy worked like an evil spirit to compensate for the distinction. By age 8, Jimmy was capable enough to go into competitions, and he made a decent appearing in them. Jimmy didn't win his first competition until he was in the ten-year-old rivalry. The misfortunes just gave him assurance and the successes just gave humbleness. Jimmy Connors, a paragon of various types, had an unconquerable soul. Jimmy realized that he must act naturally out on the tennis courts in the event that he needed to succeed. Now and again in Jimmy’s vocation, he was known as a ruined imp for his presumptuous demeanor. He was regularly called â€Å"mouth†. He had this soul since the time he was a little youngster. Being the littler child of his age gathering, he needed to have something to clutch.

The Poetics of Popular Music Essays (770 words) - Natalie

The Poetics of Popular Music Essays (770 words) - Natalie 1247555 The Poetics of Popular Music November 25, 2014 Whats in a name? To name something is an approach to distinguish. Be that as it may, what this implies relies upon the significance of names, the importance of personality, and the connection between the name and the thing named. On the off chance that there was a tune that could have a solid significance with a people name in the title what might it be? A tune titled by a people name would give significantly more dept and incentive to its title, for example, the tune Natalie by Mars/Lawrence/Hernandez/Levine. The motivation behind why I picked this melody is on the grounds that we see Mars recounting to an account of his vengeance about a gold digger named Natalie. She took his cash and left him broke, in which this would be the ideal melody to break down the title and its connection to the arranger. Natalie is a lady who Bruno began dating and experienced passionate feelings for her. He in the end discovered that she was a gold digger who abandoned him. The speaker included this name, since he need ed the perusers to know the individual that he was enamored with, until he discovers her real nature. In spite of the fact that Natalie played with his feelings, the author portrays the circumstance with a positive tone; for instance when he reveals to us that I spend a lifetime in prison (better believe it, that is I'll specialty)/I'll be grinning in my cell (no doubt, considering you) (32-33). The writer is conceding that he doesnt care about the result of killing Natalie; As long as he can get his vengeance on her, damnation be glad to spend a mind-blowing remainder in prison, knowing shes a distant memory. I understand that the author utilizes a procedure in the tune, which is the synecdoche of lines. This strategy changes the manner in which you decipher the melody, in light of the fact that the speaker utilizes words that allude to the entire thing. A verse that delineates well this circumstance is But when I put my wager on her/Little Miss Snake eyes demolished my life (10-11 ). Here Bruno utilizes the words Snake eyes, in which getting snake eyes in a round of shakers brings about a misfortune and furthermore it has been related with individuals who have attributes of untrustworthiness, selling out and foul play. Thus the speaker utilized these words to allude to Natalie, for which these are quality she appears to have. Word tally: 353 words Verses Goodness, I never done this Never wanna do this again Wrong turn on a dusty street I did it to myself, I can't imagine Indeed, I learned only excessively late Great God, I must've been visually impaired 'Cause she got me for everything, everything, everything, okay Like my daddy I'm a betting man Never been reluctant to roll the shakers Be that as it may, when I put my wager on her Little Miss Snake eyes demolished my life She better lay down with one eye open Better make a point to bolt her entryways 'Cause once I get my hands on her, Imma goodness Natalie she fled with all my cash Also, she did it for the sake of entertainment Natalie she's likely out there believing it's entertaining Telling everybody All things considered, I'm burrowing a dump For this gold-burrowing bitch Watch out she's snappy Post for an entirely seemingly insignificant detail named Natalie on the off chance that you see her disclose to her I'm coming She better run The great ruler better favor your spirit 'Cause I done previously reviled your name Don't make a difference what direction you go Recompense's going to come your direction You'll be beseeching me, if it's not too much trouble it would be ideal if you please Also, presently I take a gander at you and snicker, giggle, chuckle While you stay there and weep for me, sob for me, sob for me the entire night I spend a lifetime in prison (better believe it, that is I'll main thing) I'll be grinning in my cell (no doubt, thinking session you) Can't no one spare you now So there ain't no utilization in attempting When I get my hands on you, Imma gracious Natalie she fled with all my cash What's more, she did it for entertainment only Natalie she's most likely out there believing it's entertaining Telling everybody Indeed, I'm burrowing a jettison For this gold-burrowing bitch Watch out she's speedy Post for a really easily overlooked detail named Natalie in the event that you see her reveal to her I'm coming She better run I should've known better (I should've known better) 'Cause when we were together ('Cause when we were together) She never said always (She never said for eternity) I'm a bonehead that

Understanding Generalized Anxiety Disorder in Children

Understanding Generalized Anxiety Disorder in Children GAD Print Understanding Generalized Anxiety Disorder in Children By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Medically reviewed by Medically reviewed by Steven Gans, MD on July 08, 2018 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 01, 2019 Generalized Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children In This Article Table of Contents Expand Prevalence Symptoms and Diagnosis Causes and Risk Factors Treatment Coping Skills Tips for Parents/Caregivers View All A certain amount of anxiety is a normal part of a child’s healthy development. Brief separation anxiety, fears of the dark, strangers,  loud noises, or storms are all common worries children may experience as they grow and mature. However, if your child starts to experience more consistent anxiety across a range of topics and areas of their life, such as around school, friends, family, health, and sports, it may be time to consider exploring if they struggle with Generalized Anxiety Disorder (GAD).?? As a parent or caregiver, dont let the possibility alarm you. Once you seek help, and if appropriate receive a diagnosis, youre bringing your child one step closer to an improved quality of life. Verywell / JR Bee Prevalence Approximately 15-20% of youth in the general population struggle with anxiety disorders.?? Among children with ADHD, the rate appears to be even higher. As with adults who experience Generalized Anxiety Disorder, female children are twice as likely as their male peers to be diagnosed with GAD. Symptoms and Diagnosis Children with generalized anxiety experience excessive, unrealistic worry and fear about everyday things. They often anticipate disaster or worst-case scenarios. They may also experience restlessness, difficulty concentrating, irritability, muscle tension, fatigue, difficulty swallowing, a need for frequent urination, stomach aches, and sleep difficulties.?? The tension and stress are chronic and debilitating, affecting multiple areas of the childs life. Just getting through the day can be a struggle. A child may recognize their anxiety is exaggerated and still experience great difficulty controlling or managing it. The Diagnostic and Statistical Manual (5th edition), often referred to as the DSM-5, outlines specific criteria to be met in order to be properly diagnosed with GAD. For one, symptoms need to be experienced for at least six months in order to be appropriately diagnosed. To make sure that your child is properly diagnosed and cared for most effectively, it is best to have a trained mental health provider to assess your child. There are providers who work specifically with children and adolescents and those who are also trained in working with anxiety disorders. Causes and Risk Factors There is no singular identified cause of generalized anxiety disorder in children or adults. A variety of factors can influence the development and onset of GAD, including genetic predisposition, family dynamics, life experiences, and neurobiological factors.   Children who have experienced challenging life situations or maltreatment may be at greater risk for developing GAD.?? These experiences can leave children feeling uncertain of people and their surroundings, unsafe and out of control of their environment. It is common for people of all ages who have been through experiences of challenge, loss, humiliation or abandonment to feel anxious in future situations of uncertainty and children are no different. Puberty can bring on additional stressors and feelings of self-consciousness that can add to feelings of anxiety.?? Frustrations and repeated difficulties in social relationships and school performance can lead to increased anxiety about being embarrassed in front of peers, as well as fears about letting down parents or teachers. Though these feelings are all normal, if they dont subside with time and, instead, escalate or begin to interfere with your childs daily activities, there may be more cause for concern. Treatment Treatment plans for GAD in children and adolescents are tailored based on their unique situation. There are a variety of options to choose from. Counseling Psychotherapy Psychotherapeutic interventions are important in the treatment of GAD in children and adolescents. Counseling offers children a place to share their worries without fear of judgment, rejection, or feeling dismissed.?? Through the process, a trained mental health clinician will help your child with things such as: Openly sharing thoughts and feelingsIdentifying fears and worriesDeveloping positive self-talk to help reduce anxietyIncreasing coping skills like socialization, physical activity, and self-assuranceDeveloping and using relaxation techniques As a caregiver, you and your family will likely be asked to participate in your childs treatment. The counseling professional will often use this time to help educate parents about generalized anxiety disorder, suggest helpful techniques and to allow time for the family to process together some of the childs anxious thoughts and feelings in an effective, healthy way. Medication For situations when a childs anxiety is mild to moderate in terms of the severity and the impact the symptoms are having on daily living, medication may not be necessary. When the anxiety symptoms are moderate to severe, your provider may begin to educate you and your family about options for medication to help control symptoms.?? Selective serotonin reuptake inhibitors, also referred to as SSRIs, tend to be the more commonly prescribed medications prescribed for children and adolescents with anxiety. SSRIs include medications such as: Prozac (fluoxetine)Celexa (citalopram)Zoloft (sertraline)Lexapro (escitalopram) As with all medications, prescriptions used to treat anxiety have risks. Your childs physician or psychiatrist will prescribe them if they believe the benefits outweigh those risks. The 9 Best Online Therapy Programs Coping Skills There are a variety of coping techniques that children and teens can use to help ease the uncomfortable symptoms of anxiety, socially, behaviorally, and emotionally. Learning what works well for your child is key. You may want to suggest the following ideas and allow your child, depending on age, to choose which ones they would like to try first. Let them know that it is time to explore what works well for them. If a technique doesnt seem to be helping after a period of time, that is okay. Giving them the freedom to let you know what is helping and what doesnt seem to be helping can be beneficial and help to minimize stress. Slowing Down Mindfulness, prayer, relaxation, and breathing exercises are all practices that can help slow down your childs anxious thoughts and emotional responses.?? Anxiety keeps us focused on the what ifs of the future and can rob us of the opportunity to live in the present. Slowing the process down with intentional and peaceful action can be helpful. There are a variety of mindfulness exercises, prayers, meditations, progressive relaxation, and breathing exercises available. Social Connection Anxiety can make children and teens want to isolate from peers and family members. Help your child feel safe to connect with others, offering opportunities to be with family and enjoy each others company by playing games, spending time outdoors together or finding a common interest or hobby. Volunteering in the community can be another wonderful way to help your child stay connected to others. Allow them to explore and identify something they feel passionate about and help them seek out related opportunities in the community to help. Self-Care Sleep routines, eating habits, and physical activity all contribute to your childs well-being.?? Your child might struggle in a certain area like sleep or physical activity, especially if they experience restlessness, muscle tension or fatigue due to their anxiety. Helping your child create a plan of self-care can improve their ability to cope with anxiety and learn to effectively manage stress. Tips for Parents/Caregivers A first step in helping your child manage and overcome anxiety is recognizing it and sometimes this can be difficult. Children struggling with GAD can sometimes be quiet, shy, and cautious. They may be very compliant and eager to please adults. On the other hand, an anxious child may act out with tantrums, crying, avoidance, and disobedience. These behaviors may be misinterpreted as oppositional and difficult when they are actually anxiety related. As a caregiver, it is important to be aware of some of the ways severe anxiety can show up in children. With increased understanding of generalized anxiety disorder, you will be better able to intervene early and find the necessary help. Early intervention and treatment can make a world of difference for your child and can prevent further complications around the anxiety. If you have concerns or questions about possible symptoms of generalized anxiety disorder in your child, be sure to talk with your pediatrician or trained mental health professional.

The Threat Of A Threat Source For Exercise ( Accidentally...

Background NIST defines threat as â€Å"The potential for a threat-source to exercise (accidentally trigger or intentionally exploit) a specific vulnerability.† Vulnerability can be referred as a weakness in a particular system or network that can expose the system or network to risk. A threat-source can exploit the loophole in the system and take adversarial advantage of it. This loophole can be a development flaw or something the developers may have never thought of it being a potential vulnerability. ISO 13335 – Information Technology Security Techniques defines â€Å"risk† as: â€Å"The potential that a given threat will exploit vulnerabilities of an asset or group of assets and thereby cause harm to the organization†. Figure Source: http://www.digitalthreat.net/2009/06/threat-vs-vulnerability-vs-risk/ The probability of an attack depends on factors like motivation and intent of the actor and probability of attack’s success. The threat, probability of an attack and the impact of the attack on the business equals to the total risk. Figure Source: http://www.digitalthreat.net/2009/06/threat-vs-vulnerability-vs-risk/ Risk Assessment and Management The goal of risk assessment is to minimize the risk effects on the organization and mitigate the impact. There are certain guidelines that are to be followed for the process. Any information security strategy of a business is not complete without it’s risk assessment and management. IT department plays a key role in riskShow MoreRelatedHuman Factor And Security Risks Associated With Information Technologies978 Words   |  4 Pages Contents Human Factor and Security risks associated with Information Technologies 1 Introduction 1 Information Security and Types of Human Factor Errors 1 System Security Threats 2 IT-related risk 3 Bibliography 4 Introduction It is hard to accept that nowadays, organizations get along without having an astute and decisive information system. Providing a reliable and coherence information system requires a solid security framework that ensures confidentiality, integrityRead MoreDeveloping Management Skills404131 Words   |  1617 PagesFull-Service Project Management: Sharon Anderson/BookMasters, Inc. 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A new pedagogical feature, based on a reviewer’s recommendationRead MoreAccounting Information System Chapter 1137115 Words   |  549 Pages(interactions with external parties). Student answers should contain many of the things in Table 1-2 and Figure 1-1 as well as others not shown, as a retail operation differs from an application development enterprise. The author concludes the exercise by having the students turn to Table 1-2 and Figure 1-1 while he emphasizes the need for owners, managers, and employees of organizations to identify the information needed to make key decisions in the company’s business processes and the key Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreLogical Reasoning189930 Words   |  760 Pages..................................................................................... 17 Glossary ............................................................................................................................................. 18 Exercises ............................................................................................................................................ 19 CHAPTER 2 Claims, Issues, and Arguments ......................................................Read MoreProject Mgmt296381 Words   |  1186 Pagesanalysis 7.1.2.6.3 Contingency reserves 7.3.3.4 Change control management G.7 Culture awareness 1.4.4 Project offices 8.1.2 Continuous improvement 5.1 Requirements vs. actual [5.3] Chapter 17 Agile PM 6.1.2.2 Rolling wave This page intentionally left blank Project Management The Managerial Process The McGraw-Hill/Irwin Series Operations and Decision Sciences OPERATIONS MANAGEMENT Beckman and Rosenfield, Operations, Strategy: Competing in the 21st Century, First Edition BentonRead MoreFundamentals of Hrm263904 Words   |  1056 PagesEmployment 40 Training and Development 41 Compensation and Benefits 42 Employee Relations 42 vi Contents Top Management Commitment 43 Effective Upward Communication 43 Determining What to Communicate 44 Allowing for Feedback 44 Information Sources 44 The Americans with Disabilities Act of 1990 62 The Civil Rights Act of 1991 63 The Family and Medical Leave Act of 1993 63 Uniformed Services Employment and Reemployment Rights Act of 1994 64 Relevant Executive Orders 64 vii WORKPLACE ISSUES:Read MoreProject Managment Case Studies214937 Words   |  860 PagesADMINISTRATION 561 Photolite Corporation (A) 563 Photolite Corporation (B) 566 Photolite Corporation (C) 569 Photolite Corporation (D) 574 First Security Bank of Cleveland Jackson Industries 583 580 16 TIME MANAGEMENT 587 Time Management Exercise 589 17 INDUSTRY SPECIFIC: CONSTRUCTION 613 Robert L. Frank Construction Company The Lyle Construction Project 652 615 Con tents ix Hong Kong and Shanghai Banking Corporation Limited: Hongkong Bank Headquarters (A) 635 Hong

Review Of The Book The Perfect Choice.this - 891 Words

Extremely Loud Incredibly Close is the type of book whereby once you finish reading the book you take away something valuable. The plot of the book wasn t too elaborate because there was no plot twist or anything dramatic. It was a simple story of learning how to cope no matter what life throws at you. I love that it wasn’t just about 9-11 but also about the war torn Dresden and Hiroshima. My thoughts on the book is that this is probably the most powerful anti-war book I’ve ever read. The stream of consciousness writing style is the perfect choice.This is a book filled with overwhelming feeling.The book is written in a unique way and includes a lot of photographs that give you a look into Oskar s mind who happens to be the protagonist in the book. I like the fact that It’s not depressing and parts of the book are also very humorous and funny. The characters are living after experiencing tremendous loss, some which happened recently and some which happened a life time ago. They are all unable to move on. They are unable to communicate their fears or their hurt, so they just keep it locked up, keep feeling it and reliving it. It s all quite depressing. But at the same time there are happen moments the make the depressing moments worth it. The protagonist Oskar starts out as a 9 year old who finds it difficult to come to terms with his father s death. He is intelligent and imaginative, capable of explaining the intriguing concepts of his inventions using strong words for

Transgender and Stereotypical Feminine Traits Free Essays

Emily Johanson First Year Seminar Response Paper #4 Final Version due Monday, Nov. 12 Gender Roles in Transamerica Transamerica is an example of how Hollywood portrays transgender people in film. The movie gets rolling when Huffman who portrays Bree a conservative pre-operative transsexual woman tells her therapist she discovered she had a son named Toby. We will write a custom essay sample on Transgender and Stereotypical Feminine Traits or any similar topic only for you Order Now She has to bail him out of jail in order for her therapist to allow her to have her procedure done in a week. The plot unfolds as they get to know each other driving back to California. However, Toby doesn’t know that Bree is his father. Transamerica reinforces a number of transgender stereotypes, and portrays both main characters with stereotypical feminine traits. Throughout the film, Bree reinforces stereotypical transgender behavior. We see this by her taking her hormone pills every day and just trying to blend into the world as a woman. Many people feel that being a transgender is a mental disorder. In the opening of the movie, Bree is in a meeting with her doctor to get her procedure signed off. He is evaluating her to see if she has a mental disorder. Also, Bree’s mom tried to commit her which led to her suicide attempt. When Joyce Murton came to talk to us, she said that many transgender people attempt suicide, so this was a stereotypical behavior. Also, Joyce told us that she didn’t have a good relationship with her family. We also see this in the film. Bree’s mom still sees her as her son Stanley. When they went out to dinner she even had Bree pull out her chair for her which is a stereotypical male behavior. She also made her switch seats so Toby would be next to her. She is using Toby as her replacement son. When Bree told her she never had a son, she broke down in the restaurant. She feels as though she lost a member of her family. I think this is stereotypical for families of transgender people. Bree and Toby display stereotypically feminine traits. Bree may have been born male, but she acts exceedingly female; even her tastes in clothing and home decor are very feminine and old-fashioned. On their drive back to California, Bree and Toby stop and camp out for the night. When Bree goes to the bathroom, she is worried about snakes. This is a typical female trait. Also, for being a guy most of her life, she is really good at talking to boys. For example, when she met Calvin she got him to buy her food and drive her to her parent’s house. He ended up developing feelings for her. On the other hand, Toby’s delicate prettiness underscores his vulnerability, as well as his femininity. Toby acts with his sexuality. For example, when he realizes that he has become attached to Bree, he tells her, â€Å"I’ll marry you if you want,† even though she’s given no indication of any romantic or sexual interest. After the car is stolen by the hitchhiker, he deals with it by finding a guy to do what he knows best. The way that Toby used his body to get money or to deal with his problems is a female characteristic. Most males would use their fists not their sexuality. The film Transamerica reinforces stereotypical transgender people, and portrays both Bree and Toby with stereotypical feminine traits. This film really makes you think about how people react to transgender people. Most people would turn away from them and not hire them for a job. However, Toby shows you a different outlook. Instead of being mad at Bree for being a transgender, he was mad at her for lying to him. The other part didn’t bother him. At the end of the film, he even went to Bree’s house and wants to get to know her better. This was inspiring because it allows people to see that a transgender person is just like everyone else, and they shouldn’t feel like they have to hide who they are. How to cite Transgender and Stereotypical Feminine Traits, Papers

The gospel according to Black Elk Essay Example For Students

The gospel according to Black Elk Essay My friend, I am going to tell you the story of my life, as you wish; and if it were only the story of my life I think I would not tell it; for what is one man that he should make much of his winters, even when they bend him like a heavy snow? So many other men have lived and shall live that story, to be grass upon the hills. It is the story of all life that is holy and is good to tell, and of us two-leggeds sharing in it with the four-leggeds and the wings of the air and all green things; for these are children of one mother and their father is one Spirit Now that I can see it all from a lonely hilltop, I know it was the story of a mighty vision given to a man too weak to use it; of a holy tree that should have flourished in a peoples heart with flowers and singing birds, and now is withered; and of a peoples dream that died in bloody snow. We will write a custom essay on The gospel according to Black Elk specifically for you for only $16.38 $13.9/page Order now But if the vision was true and mighty, as I know, it is true and mighty yet; for such things are of the spirit, and it is in the darkness of their eyes that men get lost. From Black Elk Speaks In 1876 a young man named Black Elk witnessed the battle for Little Big Horn in which Custer bit the dust and the Seventh Cavalry was wiped out. Later, he experienced the aftermath of the unprovoked massacre of innocent Indian women, children and men at Wounded Knee in 1890they had been dancing a ghost dance, trying to fulfill a vision of Indian renaissance in which all whites would disappear. Black Elk was an Oglala Sioux holy man who decided to tell an Anglo poet his peoples modern history as a living testament to his Lakota society. John G. Neihardt went to the barren hills of South Dakota in 1930 to gather information for The Song of the Messiah, the final narrative poem of his Cycle of the West. I had gone for the purpose of finding some old medicine man who had been active in the Messiah Movement and who might somehow be induced to talk to me about the deeper spiritual significance of the matter, the poet writes in his preface to the book that eventually emerged from his experi ences in South Dakota, Black Elk Speaks. Neihardt reports that, on the day of their first meeting, Black Elkwho was not only active in the Messianic or ghost dance movement, but also a second cousin of the warrior Crazy Horsesaid to him, What I know was given to me for men and it is true and it is beautiful. Soon I shall be under the grass and it will be lost. You were sent to save it, and you must come back so that I can teach you. When he returned the following summer, Neihardts talks with Black Elk were interpreted by the old mans son and then taken down in stenography by Neihardts daughter, Enid. Her notes and transcripts are preserved at the University of Missouri, Columbia. It is the secondhand nature of the book that has produced some controversy. Present debates center on the question of Neihardts literary intrusions into Black Elks system of beliefs, and some scholars have said the book reflects more of Neihardt than it does of Black Elk, explains Vine Deloria Jr. in the introduction to the current University of Nebraska Press edition of the book. Despite these concerns, Black Elk Speaks has become a classic among oral historiesa paean to a suppressed culture and an alternative history of the end of a very long war. This fall, Black Elks story of the true and beautiful had another incarnation with the premiere of a stage version of Black Elk Speaks at the Denver Center Theatre Company. The entire run of the play sold out with the strongest ticket response the Denver company has ever had, and enthusiastic multi-ethnic audiences consistently gave the production emotional ovations. Given the guilt-producing subject of the playthe ruthless subjugation of native peoples from Columbus to Wounded Kneethis reaction might seem odd. But the piece is far from polemicalits witty, entertaining and profoundly moving theatre. And it offers a stem, strong, unsentimental vision of hope. The play departs from the books timeline, giving an overview of the conquest of Native peoples from 1492 to the 20th century, but remains true to the spirit of the original. Playwright Christopher Sergel began working on a theatrical version of Black Elk Speaks in 1974. But it was only last year that he approached Donovan Marley, artistic director of the Denver Center Theatre, with his draft of the play and the original text. The two started to collaborate on the piece, but Sergel died before the first act was completed. Marley and Sergels widow, Gayle Sergel, worked together to finish the play with the help of Aleut actress and choreographer Jane Lind, and Haudenosaunee composer Dennis Yerry. .u6fac380ef23de1373ca5adc2daf7e085 , .u6fac380ef23de1373ca5adc2daf7e085 .postImageUrl , .u6fac380ef23de1373ca5adc2daf7e085 .centered-text-area { min-height: 80px; position: relative; } .u6fac380ef23de1373ca5adc2daf7e085 , .u6fac380ef23de1373ca5adc2daf7e085:hover , .u6fac380ef23de1373ca5adc2daf7e085:visited , .u6fac380ef23de1373ca5adc2daf7e085:active { border:0!important; } .u6fac380ef23de1373ca5adc2daf7e085 .clearfix:after { content: ""; display: table; clear: both; } .u6fac380ef23de1373ca5adc2daf7e085 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6fac380ef23de1373ca5adc2daf7e085:active , .u6fac380ef23de1373ca5adc2daf7e085:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6fac380ef23de1373ca5adc2daf7e085 .centered-text-area { width: 100%; position: relative ; } .u6fac380ef23de1373ca5adc2daf7e085 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6fac380ef23de1373ca5adc2daf7e085 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6fac380ef23de1373ca5adc2daf7e085 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6fac380ef23de1373ca5adc2daf7e085:hover .ctaButton { background-color: #34495E!important; } .u6fac380ef23de1373ca5adc2daf7e085 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6fac380ef23de1373ca5adc2daf7e085 .u6fac380ef23de1373ca5adc2daf7e085-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6fac380ef23de1373ca5adc2daf7e085:after { content: ""; display: block; clear: both; } READ: Welcome to Alabama Essay The playthe end result of 12 drafts labored over between May and September of this yearcombines elements of Sioux storytelling with American theatre performance traditions. It is not Native American art, but neither is it merely a European derivative. One important element is the Oglala winter telling style of storytelling. The people sit in a circle and someone starts to tell a familiar story. Anyone can dive in when the narrative arrives at his or her favorite part. Dialogue, when called for, and crowd reactions are also supplied by the participants. Taking a cue from this tradition, Marley arranged his 20-member castmade up entirely of Native American actorsaround a circle or hoop at the beginning of the play. The actors came and went, taking on various roles, participating in a series of vignettes and returning at the end of Act 2 to the circle. Black Elk tells his story to his grandson, a teenager raised in government schools who has been taught to scorn his heritage. As the old man unfolds the story of the native nations, he directs the action. He chooses a young man to play Columbus, warning him to try and figure out how Columbus thought and felt. The same young man then plays a Navajo leader named Manuelito. The scene is intended to convey the Lakota idea of a Navajo warrior, not a Navajo ideal. The distinction is critical and telling. It speaks not only to ethnic diversitytribal particularitiesbut also to the universality of fundamental Indian beliefs. The Sioux warrior is meant to identify with the Navajo warrior. Pan-Indianism, however politically incorrect, is about solidarity when it countsin the defense of native cultures and in the legislation protecting Indian rights. Black Elk points out more than once that when the Indians united against their enemies, they were victorious in battle. He is addressing contemporary Indianswhen they unite today, they win in the courtrooms and in the legislatures. The Native American cast represents many cultures, and when disputes arose in rehearsal over ethnographic details, Marley always resolved them by choosing the Oglala tradition. Black Elks granddaughters and great-grandsons traveled to Denver to help with language, and when Indian language is used in the play it is most often Lakota. Stephen C. Dubray, the Oglala Keeper of Songs who performs in this production, composed some of the pieces distinctly Sioux songs and chose others from the tribes existing repertoire. Rattles, drums and other small objects were contributed by various tribes and are almost ever-present. When battles are fought or people slaughtered, the drums provide chilling sound effects for the stylized movement. Marley has spared no effort to touch as many Indian nations as possible. When an Aleut drum wails mysteriously, it embraces Alaskan natives into this history. Research for the play has been extensive and the drama is rich in irrefutable factual and ethnographic detail. At the Western History Museum in Denver, Marley found a wealth of detail. The Museums collection contains U.S. Army records from the period, including those of Colonel John Chivingtona psychopath who ordered the massacre of a peaceful encampment of Indians at Sand Creek. His men dismembered the bodies of the women and children and displayed the pieces in Denver. Disgusted, his own officers saw to it that he was driven out of the army, though many citizens tried to make him a hero. Although we dont hear specifically about the display of small limbs of the victims in the play, when an Indian woman (Jane Lind) recounts the terror and horror of the massacre at Sand Creek and at Washita River, there is holocaust behind her words. As soon as the firing began, the warriors put the families together trying to protect them. But there were so few young men, and soon they had been killed. The women were desperate, Linds character Yellow Woman says. A few of them ran out to let the soldiers see they were womenand they begged for mercy. Their bodies were mutilated in such a way I cannot say the words. .u8633f3aebabf16cfc8c70388e415abad , .u8633f3aebabf16cfc8c70388e415abad .postImageUrl , .u8633f3aebabf16cfc8c70388e415abad .centered-text-area { min-height: 80px; position: relative; } .u8633f3aebabf16cfc8c70388e415abad , .u8633f3aebabf16cfc8c70388e415abad:hover , .u8633f3aebabf16cfc8c70388e415abad:visited , .u8633f3aebabf16cfc8c70388e415abad:active { border:0!important; } .u8633f3aebabf16cfc8c70388e415abad .clearfix:after { content: ""; display: table; clear: both; } .u8633f3aebabf16cfc8c70388e415abad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8633f3aebabf16cfc8c70388e415abad:active , .u8633f3aebabf16cfc8c70388e415abad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8633f3aebabf16cfc8c70388e415abad .centered-text-area { width: 100%; position: relative ; } .u8633f3aebabf16cfc8c70388e415abad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8633f3aebabf16cfc8c70388e415abad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8633f3aebabf16cfc8c70388e415abad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8633f3aebabf16cfc8c70388e415abad:hover .ctaButton { background-color: #34495E!important; } .u8633f3aebabf16cfc8c70388e415abad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8633f3aebabf16cfc8c70388e415abad .u8633f3aebabf16cfc8c70388e415abad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8633f3aebabf16cfc8c70388e415abad:after { content: ""; display: block; clear: both; } READ: Absurdist acting style EssayAssembling such a large cast proved difficult. The Indian tradition does not include performing for an audience. When Indian people dance and sing, Marley said in a recent interview, it is an event that will have religious significance (or daily life significance), but it is participatory. He needed trained actors who could handle, sustain and make interesting the tremendous amount of language in the play. He also had to cast musicians and dancers. He auditioned players in five cities, traveling with Gayle Sergel, Lind and Dennis Yerry. In the end, it cost more to cast Black Elk Speaks than any entire season at the DCTC in the past 10 years. The role of Black Elk went to Ned Romero, a character actor who started out in opera, moved to musical theatre, and then went on to play a variety of Indian film and television roles (Northern Exposure is a recent credit). At 66, he is the same age Black Elk was when he spoke the book. When Romero first saw the script, he turned it down. Im semi-retired, he says, I couldnt believe the amount of work this would entail. But he has found it one of the most inspiring roles of his entire career. Im very humbled by this role, he says. Im not sure how to articulate it. From a purely technical standpoint, it was very difficult. Just repeating some of the words Black Elk spoke. Romero points out that the play reflects the complexity of human nature and history. In fact, the play is not entirely balanced; it generally fails to recognize Indian atrocities and simplifies the causes of Westward expansionwhich were not only about greed or Manifest Destiny, as the play implies. There are good people and bad people in every society and in every walk of life, responds Romero. The Indians did some bad things also. If we were all perfect, we would be in paradise. I like the idea that this was essentially a play about healing wounds rather than about picking sores, Marley elaborates. Theres a wonderful irony about Indians playing white people after a lifetime of watching films in which whites played Indians. I think every artistic project has to validate itself artistically, the director adds. Theres so much pressure now on people who are doing theatre to lower artistic aspirations and standards in order to be inclusive. Both Romero and Marley believe that the chief concern of the play is modern mans disconnection from things that are important. Marley uses the metaphor of the broken hoop as the metaphor for the broken community. Its not only Indian hoops that are broken. Right now we live in a society in which our family hoops are broken, says Marley. We cant go out at night because we are afraidbecause our community hoops are broken. Our national hoops are broken. And everyone who came to this country came because their hoops were broken. And so the power of the piece may have to do with that. Stephen Dubray, who is an Oglala, thought of refusing to participate, but Black Elks family asked him to help tell Grandpas story. So I asked my father and some elders if it would be all right to use some of the songs, he says. I made sure that I did not do anything that would make them feel bad, or make me feel bad. Kiowa/Navajo activist, columnist, actor and television personality John Belindo found his participation in Black Elk Speaks a singular experience. This has taken all of us by surprise, he says. During the whole of the 500-years war, he continues, during the saga of Indian liberation that continues today, American history has had a pro-European bias. The frontiersmen and soldiers are seen as heroes, the settlers as peaceful, and Indians as the villains. But the play offers us a sense of wonder about our culture and a sense of outrage over their destruction. The book is a testament to survival and to the continuation of Native American people, adds Belindo, who plays several white generals as well as Indians in the play. If you look at the sum total of all its parts, Black Elk says that despite the ravages of war, the spirit and the traditions live on. And that is something no force can destroy or obliterate from the face of the earth.

Jenkins, David. From Unwritten to Written Transformation in the British Common

Jenkins, David. From Unwritten to Written Transformation in the British Common The written constitution has government principles found in legal documents which have been enacted as laws. The clauses in the written constitution are well planned; clearly stated and standard. Unwritten constitution is the opposite of written one; the government principles are not found in legal documents and the enactment of laws does not exist. The clauses do not follow a certain pattern, plan or standard. Written constitution is more compatible with the liberal democratic tradition.Advertising We will write a custom essay sample on Jenkins, David. From Unwritten to Written: Transformation in the British Common-Law specifically for you for only $16.05 $11/page Learn More Written constitution has principles that limit or restrain parliament through a judicial review. This means that, the parliament has the authority to enact laws of the land but they must be reviewed by the judiciary of a nation. Such control of parliament’s limitless power ensure s that there is no misuse of power. In addition, a balance between legislature and judiciary is created therefore reducing excess political influence on a nation. Written constitution ensures duly enacted laws serve the public welfare. As a result, the parliament is responsible towards the citizens. Moreover, the principles of the natural law are bound by morality and ethics of humanity. Hence, all laws governing the land are determined by the public good. Written constitution ensures the parliament delivers ultimate obedience to its subjects. Despite its supremacy in the land, parliament remains morally answerable to the welfare of its citizens. Written law is not easily manipulated to suit an individual’s interests. For example, if a medical practitioner runs a business without permit from the government or license, he or she can easily manipulate the unwritten law to fit his circumstance. Written constitution is precise and statements written are not controversial. In addi tion, all laws regarding practice and professional ethics governing different professions are enacted. Incase such scenarios arise it is efficient to quote the written law. Written constitution ensures an effective implementation of the rule of law in parliament and other government bodies. Rule of law includes judicial aspects, where the courts are charged with responsibility of protecting the interests of the public from unlawful acts. Such acts may originate from parliament and court has the responsibility of interpreting the law appropriately to ensure public good. The balance between legislature and judiciary helps in implementation of respect of law. A written constitution has important sections especially ‘Bills of Rights’. In developed nations, unwritten constitution protects its citizens. Incase of minority harassment, no justice can be found. Written constitution provides clauses on human rights, which cover all citizens regardless of race or tribe. Written co nstitution acts as a reference point for all citizens in a given nation, hence the protection of public good is enhanced. Written constitution offers a document for reference where the main bodies of government are listed together with their responsibilities. Without a written constitution, there exists a vacuum for a legal doctrine. Cabinet, judiciary and parliament are the major government bodies and their roles need to be clearly listed. A written constitution would provide that legal document for future references. A written constitution provides a clear distinction between constitutional and ordinary laws.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The article is relevant to this thesis because it provides the reasons which led to the adoption of a written constitution in Britain. The journal supports the thesis; written constitution supports liberal democracy and growth. This journal provides the gaps which existed in unwritten constitution of Britain. In addition, it addresses the need to include clauses on human rights in the constitution. Moreover, it addresses the need for public welfare in governance as well as the need to implement rule of law.

Impede and Impinge

Impede and Impinge Impede and Impinge Impede and Impinge By Maeve Maddox A reader questions the use of the preposition on after impede in a newspaper headline: I don’t think â€Å"on† is needed or correct [in this headline]: â€Å"Washington’s weeklong power outage impeding on Thanksgiving.† I’d love to hear your thoughts. The reader is correct. Impede does not take a preposition. Here are examples of correct usage: Flamingo Road  construction will impede  traffic through 2016 Natural selection, key to evolution, also  can impede  formation of new species. Do emotions  impede  logic or do emotions contribute to being rational? Five Negative Thoughts that  Impede  Weight Loss In each example, impede is a transitive verb followed by a direct object. Impede combines the Latin negative prefix im- with the Latin word for foot. The meaning of Latin impedire is â€Å"to shackle the feet.† The English transitive verb impede means, â€Å"to retard in progress or action by putting obstacles in the way; to obstruct; to hinder; to stand in the way of.† The person who wrote â€Å"Washington’s weeklong power outage impeding on Thanksgiving† may have been reaching for impinging. Latin impingere means â€Å"to push, strike, drive [something] at or into something else. A common meaning of the English verb impinge is â€Å"to encroach or infringe on or upon.† When that’s the meaning, impinge is followed by the preposition on (or upon): But at what point does  my  freedom to act  impinge on  your freedom? I don’t care what they do in their private lives just as long as they  dont impinge on my rights.   Is it acceptable to  impinge on  certain civil liberties for  the sake of national security? Is it possible to set up quiet areas without  impinging on playground  space? Dido Sued for Impinging on an Astronaut’s Persona The noise from next door was impinging upon my  concentration. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply with"Owing to" vs "Due to"3 Types of Essays Are Models for Professional Writing Forms

The Implementation of the Critical Success Factors Case Study

The Implementation of the Critical Success Factors - Case Study Example After original implementation, a stabilization stage happens when implementation challenges are predetermined and organizational performance gets better. Ross comments that nearly all organizations stay in the stabilization stage for many months and occasionally years. The constant improvement of the procedure follows and lastly major process transformation is facilitated. Few organizations get to the transformation stage even though most prepare to. Ross observes that big ERP system implementations might engage different series through the procedure model for every separate unit in the ERP system. In another case study, Markus and Tanis designed a four-stage ERP implementation procedure model. The stages are chartering, plan, shakedown, and onward and upward. The chartering stage comprises expansion of the business case, the assortment of the ERP package, classification of a project executive, and endorsement of the financial plan and to-do list. The project and shakedown stages are very alike to the implementation and stabilization stage in the Ross model above. The onward and upward stage entails the continuous business development and transformation consequent to the very last two stages of Ross’s model. Environmental and cultural issues play a significant part in the ERP implementation achievement.Without a doubt, ERPs have also shown challenging to put into practice, even in Western organizations, frequently due to an underrated requirement for change management and the relocation of roles and their significance for actors. Most organizational practices are subjective not only by societal features but as well as by the reflections suitable within an organizational sector, public or private. Private organizations are different from public organizations at three separate levels.

Social Learning Theory (one of the communication theories) Assignment

Social Learning Theory (one of the communication theories) - Assignment Example For instance, when the behaviour model displayed violent words and actions towards the Bobo doll, the children did the same. The method involved 36 boys and 36 girls. The children were from 3 to 6 years of age. The first group of participants (24 boys and girls) were made to observe a model who exhibited aggressive actions and words towards the Bobo doll. Meanwhile, the second group of the same population were made to watch a non-aggressive model. Finally, the last group was treated as the control batch and had no exposure to any models. The conclusions indicated that the children who were made to observe an aggressive model tended to exhibit more similarly violent behaviors. Interestingly, gender had a significant influence. If the role model was male, the girls showed more physical aggression. On the other hand, if the role model was female, the girls displayed more verbal hostility. However, there is no significant difference between girls’ and boys’ levels of verbal aggression. In addition, boys emulated role models of the same sex more as compared to girls. Bandura furthered that observational learning involves a live, verbal, or symbolic models. This means that exemplars may be live people or animals, auditory directions, or characters that may be seen in different kinds of media such as movies and books. The process starts with attention which entails interest on the part of the observer. After significant amount of attention is paid to the stimulus, retention ensues. This implies that the learner encodes observed information in his memory. Reproduction then happens when the observed behaviour gets replicated by the learner. Motivation comes into play when the observer experiences reinforcement after the reproduction. A learner may repeat the observed behaviour after a reward. Secondly, an individual’s mental condition is essential. Aside from external rewards, internal reinforcement enhances a person’s motivation to pay atten tion to the model. When one can feel and think satisfied as a result of observing, the social learning will be more successful. Thirdly, observational learning does not always lead to a change in behaviour. Novel knowledge can be earned without palpable alterations in one’s actions. â€Å"Social learning theory began as an attempt by Robert Sears and others to meld psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behaviour, drawing on the clinical richness of the former and the rigor of the latter† (Grusec, 1992, p.776). Though Bandura is most opulently related to this theory, it actually originated from Sears. The history dates back to the time of Sigmund Freud’s psychoanalysis. In 1935, there was a major movement that sought to unify learning and psychoanalytic theories. This resulted to Sears’ focus on socialization as significant aspect of the research. Particularly, he found out that children were being a ffected by the milieu that he encounters day by day. Children adapt the values and attitudes that their parents portray. Bandura agreed with some assertions of Sears but went against some. â€Å"Bandura is clearly the intellectual heir of Sears, influenced by but also reacting against the tradition that Sears represented† (Grusec, 1992, p.776). Together, the two experts utilize learning concepts in explaining how humans develop socially. Sears was more of the

Causal Information as Reward for Children

Causal Information as Reward for Children Loredana Lenghel Life-span Developmental Psychology 1. Details of the applicant: Loredana Lenghel 2. Title of the proposal: Keeping Children Engaged – Causal Information as Reward 3. Summary of the proposed research This study proposes research on the effects of causal information as reward on the intrinsic motivation of children. Causal information has been shown to maintain task engagement in children better than tangible rewards because it touches children’s innate interest in the world. A repeated measures experimental design with children aged 8 to 10 will be used to establish if indeed the intrinsic motivation of children is not undermined by causal information as reward. The results have implications in areas such as education and learning. 4. Keywords Intrinsic motivation, causal information, reward, education 5a. Research topic Motivation to fulfill personal needs is what drives people to act. Being defined as â€Å"the reasons underlying behavior† (Guay et al., 2010, p. 712), it is understandable why it is important to establish the building blocks of motivation and how these can be manipulated in order to preserve people’s sense of fulfillment. Motivation has been a topic widely investigated within the social sciences, there being several theories that attempt to explain this process. The most common distinction encountered in the literature is between intrinsic and extrinsic motivation (Ryan Deci, 2000). Intrinsic motivation is seen as inherently volitional; it is the force that drives actions and sustains activities due to personal desires as it is associated to personal enjoyment, interest, pleasure or high engagement. In contrast, extrinsic motivation is seen as governed by reinforcement factors; this type of motivation implies doing activities due to reasons that are external to the ta sk, such as receiving a reward (Lai, 2011). The differences between these types of motivations can be associated with the quality of task outcomes. For instance, task outcomes such as spelling, writing or vocabulary development represent only a narrow range in which the relevance of these motivation forms can be observed. Thus, an important area where intrinsic versus extrinsic motivation needs to be taken into account is education and learning. The relevance and importance of this proposed study can be understood when looking at how children’s motivation develops. Research on children’s intrinsic motivation shows that it is not a stable construct. Intrinsic motivation tends to decrease with age, ninth graders exhibiting less motivation than third graders (Lepper, Sethi, Dialdin, Drake, 1997) (Lai, 2011). However, some evidence shows that after the age of 15, there is again an increase in this type of motivation (Gillet, Vallerand, Lafreniere, 2012). One study argues that academic intrinsic motivation stabilize s as one advances in age. They found that between the ages of 9 and 17, motivation can be seen as having cumulative effects. Information about motivation at one age can be used to predict further motivation. Moreover, they argued that academic motivation is relevant for the school curriculum, showing a decline for sciences and reading. Another point touched upon was that children with low motivation at the beginning of schooling are at risk and lack future interest in learning (Gottfried, Fleming, Gottfried, 2001). What is more, studies suggest that before starting school, children are generally intrinsically motivated, eager and excited about learning. This effect then diminishes and some children show reluctance towards studying. This is why having an efficient method to nurture children’s motivation can have a positive effect on their future motivation. It also shows that a method is necessary to help maintain academic interest in subjects for which children’s intr insic motivation to learn declines. Notwithstanding these findings, society has taken a problematic approach to maintaining children’s motivation. Several studies have shown that rewarding someone for doing a certain task can diminish their intrinsic motivation. (Lai, 2011) (Hagger Chatzisarantis, 2011) (Lepper, Sethi, Dialdin, Drake, 1997). Deci et al. (2001) have investigated the effect of different kinds of rewards on the motivation of children. They argue that rewards are composed of two aspects: the informational and the controlling aspects. The informational aspect of a reward conveys self-determined competence and can enhance intrinsic motivation whereas the controlling aspect is what determines the external perception of locus of control and can decrease intrinsic motivation. The authors looked at verbal and tangible rewards to establish which one is more likely to be seen as informational or controlling. Their results showed that tangible, task-contingent rewards undermined the intrinsic motivation of children. Verbal rewards, on the other hand, increased intrinsic motivation and were more likely to be seen as informational. Another important result of this study showed that whereas verbal rewards are beneficial for college students, they have a lower effect on children. However, the undermining of intrinsic motivation by tangible rewards was more accentuated in children than in students. This shows that children are more sensitive to extrinsic rewards and that measures to resolve the issue of intrinsic motivation decrease caused by extrinsic rewards need to be taken. Children’s inherent curiosity and interest in the surrounding world also plays a role in the development of motivation. Constructivist theorists argued that children are â€Å"active builders of knowledge – little scientists who are constantly creating and testing their own theories of the world† (Ravitch, 2001, p.442). In their study, Deci et al. (2001) also investigated children’s interest and discovered that offering verbal rewards results in enhanced self-reports of interest, whereas all tangible rewards resulted in lower interest. Chen and Xiang (2005) studied the interaction effect between intrinsic motivators and extrinsic rewards on behaviors. They argued that interest is a construct embedded in intrinsic motivation and that it is the most important predictor of future motivation for engaging in an activity. Their study showed that activities based on interest could have a stronger and prolonged effect in a learning situation. Embedded in this idea , studies have tried to investigate whether children’s curiosity could be utilized as a way to reinforce their learning. It has been showed that children understand and are interested in causal information and derive satisfaction from answering with causal factors (Lai, 2011). A recent study (Alvarez Booth, 2014) utilized children’s interest in the world to establish whether it can be used as reward for task engagement. They used causal information to reward children for engaging in a boring activity and discovered that youngsters showed more engagement when presented with strong causal information than when rewarded with something tangible. This body of literature offers the foundations for the investigation of the effect of causal information as reward on intrinsic motivation, which is the aim of the current study. Causal information as reward is fundamentally an extrinsic factor that can be used to motivate children; however, because it touches upon children’s inherent curiosity and can be seen as having an informational aspect, its effect should not be as detrimental. If this type of information increases task persistence, children’s engagement could increase as well, promoting better learning. Thus, the key objective of this study is to establish whether causal information as reward undermines intrinsic motivation in children between the ages of 8 and 10. It is hypothesized that children who will be rewarded with causal information will not show a decrease in their intrinsic motivation, as opposed to the children who will receive tangible rewards. The innovative aspect of the study is to be found in the manner it uses previous research which found that causal information engages children just as much as tangible rewards and tries to determine its effect on intrinsic motivation. There is no prior research that has taken this approach, making it the first study that might offer some insight into this issue. This insight could bring about numerous implications for children’s education and learning. Moreover, further research in this area could investigate the method in which the presentation of causally rich information could increase learning. One mechanism that we propose to play a role in this process is that of attention. Catching children’s attention with causal information that appeals to their interest can result in more task engagement and thus an increase in their learning process. 5b. Approach In order to establish the effect of causal information as reward on the intrinsic motivation of children, a repeated measures experimental design will be used. Based on the discussed literature, it is hypothesized that offering children causal information as reward will not undermine their intrinsic motivation. The experiment will consist of 120 children aged 8 to 10 doing a boring, repetitive task. Local schools will be contacted in order to gather the necessary participants. The age range was chosen because it represents the ages at which children in most countries are already in school[1] and poses some basic educational knowledge, such as counting or writing. Moreover, the previously mentioned studies showed that the intrinsic motivation of children tends to decrease with the advancement in age (Lepper, Sethi, Dialdin, Drake, 1997) (Lai, 2011). A boring, repetitive task of moderate difficulty is likely to keep children somewhat engaged while not making them abandon the task due to its difficulty. The task will be divided into trials and will consist of children counting how many animals of a certain type appear on a screen. After each trial, they will be rewarded according to the group they are in. Each child is required to do 10 trials. To compare the intrinsic motivation of children, three different groups will be made; each group having a minimum of 40 participants. The first group will receive as reward causal information about the animal they were required to count. The second group of children will receive a tangible reward in order to determine whether there is a significant difference between tangible and causal information as rewards. A third group will be the control group, not receiving anything for doing the tasks; thus being used as a base category to which the other two will be compared. Therefore, the type of reward will constitute the independent variable (IV) of the study. The three different groups will represent the three levels of the ID. In order to establish the intrinsic motivation of children, measurement of it will be done before and after the tasks. Intrinsic motivation will be measured by offering them the chance to do the task before and after the study. In the before and after measurements of intrinsic motivation, the â€Å"free choice† (Thakor, 1994) measure combined with a self-report questionnaire will be used. The children will be told they can do the task for as long as they want, without receiving any rewards. The time spent on the task will be indicative of their intrinsic motivation because it is assumed that their engagement with the task comes from personal interest, as no other reinforcements are offered. If there is no difference in the group receiving causal information as reward in the before and after measurement of intrinsic motivation, it would show that this type of reward has no effect on the intrinsic motivation of children. A self-report questionnaire will be used alongside the â€Å"free choice† method to strengthen the measurements. The questionnaire will consist of items which measure interest, enjoyment and attention paid to the task. The answer categories will be based on an enjoyment scale that will show smileys depicting faces from sad to happy and organized on a 5-point Likert scale. This method intends to make the self-report of children more suitable for their understanding. The measurement of intrinsic motivation will constitute the dependent variable of the study. The innovative aspect of this methodology can be seen in the combination of self-report questionnaires and the previously used method of measuring intrinsic motivation, namely the â€Å"free choice† method. Moreover, the self-report method has been designed with the intention to facilitate children’s’ understanding of the answers they choose. One valuable addition to this method needs to be mentioned. When assessing the intrinsic motivation of children, problems with the accuracy of responses might be encountered even though measures to control for this issue have been taken. It is not guaranteed that children are able to provide unbiased assessments of their interests or motives. However, a more clear image of the results will be gather in this way rather than utilizing only the â€Å"free choice† method, as done in previous research. 5c. Word count (sections 5a-5b) 5d. Time plan The timetable proposed for this research project is divided according to the tasks needed to be accomplished. First, two weeks are dedicated to the writing of the introduction and determining an exact research design. Next, one month is needed to conduct the experiment, which entails finding enough participants and the actual experimental sessions. Another month would be required for the coding, analysis and reporting of data. A final week would be dedicated to finalize the research report. Thus, the total time required to for this research amounts to two months and three weeks. 5f. Social significance (max. 200 words) It is often said that children are the future of society. They are the ones that will take oven when the current generations fade away. It is important, thus, to provide them with all the resources and quality care available. Motivation plays an important role in the shaping of individuals and as it has been shows, motivation is not a fixed concept. Discovering methods in which we can shape the motivation of children in such way that they maintain their innate excitement and curiosity towards learning and knowledge has major implications for their development. A generation of people who retained an intrinsic motivation as the one of children can give rise to a great number or innovations and societal improvement, bringing about higher life satisfaction (Martin-Albo, Nunez, Domingues, 2012). 5g. Literature references Works Cited Alvarez, A., Booth, A. (2014). Motivated by Meaning: Testing the effect of Knowledge-Infused Rewards on Preschoolers Persistence. Child Development, 783-791. Deci, E., Koestner, R., Ryan, R. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 1-27. Gillet, N., Vallerand, R., Lafreniere, M.-A. (2012). Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support. Soc Psychological Education, 77-95. Gottfried, A., Fleming, J., Gottfried, A. (2001). Continuity of Academic Intrinsic Motivation From Childhood Through Late Adolescence: A Longitudinal Study. Journal Of Educational Psychology, 3-13. Guay, F., Ratelle, C. F., Marsh, H. W., Larose, S., Boivin, M. (2010). Intrinsic, identifie, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 711-735. Hagger, M., Chatzisarantis, N. (2011). Causality orientations moderate the undermining effect of rewards on intrinsic motivation. Journal of Experimental Psychology, 485-489. Lai, E. (2011). Motivation: A Literature Review. Pearson. Lepper, M., Sethi, S., Dialdin, D., Drake, M. (1997). Intrinsic and extrinsic motivation: A developmental perspecive. In S. Iyengar, Developmental Psychopathology: Perspectives on Adjustment, Risk, and Disorder (pp. 23-50). New York: Cambridge University Press. Martin-Albo, J., Nunez, J., Domingues, E. (2012). Relationship between intrinsic motivation, self-concept and satisfaction with life: A longitudinal study. Journal of Sports Sciences, 337-347. Thakor, M. (1994). Innate: Development of a New Intrinsic Motivation Measure Using Confirmatory Factor Analytic Methods. Asia Pacific Advances in Consumer Research, 116-121. Xiang, P., Chen, A., Bruene, A. (2005). Interactive impact of intrinsic motivators and extrinsic rewards on behavior and motivation outcomes. Journal of teaching in physical education, 179-197. [1] http://data.worldbank.org/indicator/SE.PRM.AGES

How the Medical Model of Psychopathology

TABLE OF CONTENTS INTRODUCTION DEFINITION OF SCHIZOPHRENIA THE MEDICAL MODEL * POSSIBLE MEDICAL CAUSES FOR SCHIZOPHRENIA * SYMPTOMS OF SCHIZOPHRENIA * DISCUSSION OF THE DSM-IV-TR THE FAMILY SYSTEMS PERSPECTIVE CONCLUSION INTRODUCTION In this assignment I will show how the medical model of Psychopathology and the family systems model reflect linear and circular causality respectively by referring to the causes of Schizophrenia. SCHIZOPHRENIA Schizophrenia is characterised by a broad spectrum of cognitive and emotional dysfunctions that include delusions and hallucinations, disorganized speech and behaviour and inappropriate emotions.It disrupts social, occupational and recreational functioning and almost every other aspect of daily functioning. It is usually chronic with a high relapse rate and recovery from Schizophrenia is rare. MEDICAL MODEL The DSM-IV-TR is based on the medical model. The basic assumption is that psychological disorders are diseases and are treated as such. In his definition of the medical model, Blaney (1975) stated that mental disorders are in fact organic diseases. He further explained that the visible evidences of disorders are merely manifestations of an underlying condition.According to him, the individual has no responsibility for his/her behaviour. The medical/biological model reflects a linear view of the causes of Psychopathology. Linear causality means that a particular cause (or more than one cause in combination) leads to a specific effect (e. g. a virus causes an illness). Thus, from this perspective, event A causes event B (A -> B) in a linear (unidirectional) fashion. In this linear way of thinking, our reality is considered to be separate from us. We are thus seen as reacting to our reality rather than creating it (Becvar, 2003). Possible medical causes for Schizophrenia: Genetic influences – Inherited tendency (multiple genes) are responsible for making some individuals vulnerable to Schizophrenia * Neurotransmitter imbalances – This refers to brain chemistry such as abnormalities in the dopamine and glutamate systems * Developmental disruptions such as prenatal / birth complications – A viral infection during pregnancy or a birth injury can affect a child’s brain cells. * Brain structure – Research by Eve Johnstone (Johnstone et al, 1976) showed, by using computed tomography (CT), that there is an enlargement of the lateral ventricles in some patients with chronic Schizophrenia. Psychological stressors have also been named as a possible medical cause. Symptoms of Schizophrenia Positive symptoms: Delusions are false personal beliefs that are firmly and consistently held despite disconfirming evidence or logic, for instance: delusions of grandeur or persecution. Perceptual distortions (hallucinations) e. g. hearing voices, seeing people or objects and smelling peculiar odours. It is important to remember when diagnosing a patient that hallucinations aren’t path ognomonic. Disorganized thought and speech as a symptom comes through when communicating with the Schizophrenic person.The individual may jump from topic to topic, talk illogically or reply tangentially to questions. Disorganized motor disturbances such as extreme activity levels, strange gestures and grimaces, catatonic immobility, waxy flexibility and peculiar body movements and posture. More examples of behavioural problems are bad personal hygiene, inappropriate dress and affect. Negative symptoms would be to not show emotional expression (flat affect), avolition (an inability to become goal-orientated or to take action) and alogia (a lack of meaningful speech).DSM-IV-TR DSM-IV-TR recommends that clinicians examine and evaluate the individual’s mental state with regard to five factors (axes). Axes I, II and III addresses the individual’s present mental and medical condition. Axes IV and V provide additional information about the person’s life situation and f unctioning. The DSM-IV-TR is based on a prototypical approach. Axis I – Clinical syndromes and other conditions that may be a focus of clinical attention Axis II – Personality disorders and Mental retardation Axis III – General Medical conditionsAxis IV – Psychosocial and Environmental problems Axis V – Global Assessment of Functioning When using the medical model, the focus is always on the individual. If an individual has a possible psychological disorder, they need to be assessed clinically. This is done by systematically evaluating and measuring the individual’s psychological, biological and social factors. This can be done by interviewing the individual and taking an informal mental status exam of the ‘patient’. This can be followed by psychological tests, personality inventories and neuropsychological testing.Before a diagnosis can be made and before one can classify anything on Axis I, it is imperative to determine that t he above factors (psychological, biological and social factors) meet all the criteria for a specific psychological disorder. The DSM-IV-TR distinguishes 5 types of Schizophrenia – paranoid, disorganised, catatonic, undifferentiated and residual Schizophrenia. The DSM-IV-TR criteria for Schizophrenia needs to be met before one can diagnose an individual as Schizophrenic on Axis I. Taken from Sue et al (2006) the DSM-IV-TR criteria for Schizophrenia are as follows: A.At least two of the following symptoms lasting for at least one month in the active phase: delusions; hallucinations; disorganized speech; grossly disorganized or catatonic behaviour; negative symptoms (exception: only one symptom if it involves bizarre delusions or if hallucinations involve a running commentary on the person or two or more voices talking with each other). B. During the course of the disturbance, functioning in one or more areas such as work, social relations and self-care has deteriorated markedly from premorbid levels. C. Signs of the disorder must be present for at least 6 months. D.Schizoaffective and mood disorders with psychotic features must be ruled out. E. The disturbance is not substance-induced or caused by organic factors. The medical model subscribes to linear causality. It is thus based on a cause-effect relationship as mentioned previously. Schizophrenia as a disorder can be used to illustrate linear causality within the medical model. One or more of the causes of Schizophrenia (i. e. genes) causes the individual to become schizophrenic (cause) and then the individual is diagnosed as Schizophrenic because he/she displays certain symptoms (effect) such as hallucinations, voices talking etc.Thus, cause-effect (A causes B) = linear causality. Let’s say our ‘patient’ meets the DSM-IV-TR criteria to be classified on Axis I as Schizophrenic. As a Schizophrenic, the individual will probably show certain behaviour such as difficulty in maintaining s ocial relationships which could lead to social isolation, experiencing problems with his/her primary support group, education, occupation, housing, health care and economic problems. These problems will be indicated on Axis IV of the DSM-IV-TR as they are psychosocial and environmental problems.These problems will most probably affect the individual’s psychological, social and occupational functioning. The patient will be given a rating for the level of functioning at the time of the evaluation. This rating is displayed on Axis V of the DSM-IV-TR – the Global Assessment of Functioning which is used to report the clinician’s judgement of the individual’s overall level of functioning and carrying out activities of daily living. This information is useful in planning treatment and measuring its impact, and in predicting outcome.A 100-point scale is used for the rating in which 1 indicates severe impairment in functioning and 100 indicates superior functionin g with no symptoms. FAMILY SYSTEMS PERSPECTIVE The family systems model is based on cybernetics (circular thinking). Circular causality places emphasis on reciprocity, recursion and shared responsibility. A and B exist in the context of a relationship in which each influences the other and both are equally cause and effect of each others’ behaviour (Becvar et al, 2003).Thus, circular causality means that two or more elements reciprocally cause each other (A causes B and B causes A). So where the medical model makes use of linear causality, the language of systems theory is based on the notion of circularity (A and B mutually influence each other). The contrast between linear and circular causality has to do with the direction of cause. Linear causality = A -> B. Circular causality = A B. Example of circular causality: A teenager (A) with Schizophrenia begins to withdraw socially as she has difficulty forming relationships.Her sister (B) starts mocking her because she has no f riends and isn’t popular. Because her sister (B) mocks her and breaks her self-confidence even more, the teenager (A) withdraws even more and becomes even more isolated (even within her own family system because her sister is ‘against’ her as well). A loop forms (circular causality) where A causes B and B causes A and so on. Thus, the one ‘feeds’ the other. There are a few systems concepts that are important to the systems theory. Boundaries are formed by a system’s rules and it is these rules that distinguish a system from other systems.These boundaries (rules) are invisible but do exist and are inferred from the repeated patterns of behaviour of a system, it is what makes each family unique. It delineates individuals and subsystems and also defines the amount and kind of contact allowable between members of a family. The ideal boundaries for a family to have are clear boundaries as they are firm yet flexible. Feedback occurs in systems theor y and also emphasis the circular causality in the theory. Feedback is the process whereby information about past behaviours is fed back into the system in a circular manner.There is positive and negative feedback, but it must be understood that both processes may refer to something that is good and/ or bad. Positive feedback acknowledges that a change has occurred and has been accepted by the system (error-activated process). Negative feedback indicates that the status quo is being maintained (stability). When working with a Schizophrenic patient, systems theorists see the Schizophrenia as symptomatic of family disturbance. Thus, the symptom of Schizophrenia is not abnormal in a dysfunctional context.Actually, the maintenance of a system is associated with complex reciprocal feedback mechanisms with and between systems (Becvar 2003). So, every symptom has a function in the system. In a Schizophrenic person’s family system, his Schizophrenia (the symptom) helps maintain the sy stem, as all the blame for the dysfunction of the family falls to the Schizophrenic family member. The other members do not look to their own dysfunctions and issues. It is clear then that the dysfunctional pattern the family is carrying out, is maintained by the Schizophrenic family member who is targeted as the only problem or reason for the problems in the system.This way of doing things gives the family a dysfunctional homeostasis, which refers to the tendency of the family to regulate its internal environment. CONCLUSION I believe that both the medical model and the family systems perspective can contribute towards an accurate and successful diagnosis and treatment process for the Schizophrenic individual. REFERENCES * Barlow, D. H. , & Durand, V. M. (2005). Abnormal Psychology: An integrated approach. (4th ed. ). Belmont: Wadsworth/Thomson Learning * Becvar, D. S. & Becvar, R. J. (2003). Family therapy: A systemic integration. (5th ed. ). Boston: Allyn & Bacon. * Blaney, P. H. (1975). Implications of the medical model and its alternatives. American Journal of Psychiatry, 132, p. 911-914. * Johnstone, E. C. , Crow, T. J. , Frith, C. D. , Hurhard, J. & Kreel, L. (1976). Cerebral ventricular size and cognitive impairment in schizophrenia. Lancet, ii, p. 924-926. * Sue, D. , Sue, D. , & Sue, S. (2006). Understanding abnormal behaviour. (8th ed. ). Boston: Houghton Mifflin.

Critique Sample Size and Personal Message - 2229 Words

Research Critique 1 Running head: RESEARCH CRITIQUE Research Critique of The Influence of Personal Message with Music on Anxiety and Side Effects Associated with Chemotherapy Jennifer Robey BSN Duke University N 307 Spring 2005 Research Critique 2 Research Critique of The Influence of Personal Message with Music on Anxiety and Side Effects Associated with Chemotherapy Introduction The introduction of this article does give you a sense of the importance of the problem area. The area being talked about in this article is how fear and anxiety can negatively impact a patient receiving chemotherapy. The authors then go on to say that relaxation techniques can be used to decrease a patient’s anxiety†¦show more content†¦The reference list itself was small and some of the articles were dated. This particular study was published in 1996 and three of the references used were from the years 1981 through 1983. Reference two on the list was not used in the literature search, even though the primary focus of this reference was in the critical care arena it would have been nice to see how those authors used the techniques. The dependent variables in this study are anxiety level and chemotherapy side effects. These variables are not explained in the literature search as to how they are defined. The independent variables are the use of music and a personalized message from the physician during chemotherapy. Like the dependent variables there is no explanation as to how these are defined. Research Critique 5 There is no clear hypothesis stated in the literature review section of the paper, however there are two hypotheses listed after the methodology section. It would have been easier to read about the hypotheses before the methods were given, so that the reader could understand why the methods were being done the w ay they were. The first hypothesis is: â€Å"The intervention of music and a message from the physician will strengthen the flexible lines of defense of a patient receiving chemotherapy, as evidenced by a decrease in anxiety over time.† (Sabo Michael, 1996) The secondShow MoreRelatedWhat Makes A Excellent Mental Health Nurse?1564 Words   |  7 Pagesassignment, these students have chosen the article, â€Å"What makes a excellent mental health nurse? A pragmatic inquiry initiated and conducted by people with lived experience of service use† (2013). For this written critique we have decided to use Polit and Beck’s (2010), ‘Guide to an overall critique of a qualitative research report’ that was presented within the resource, ‘Essentials of Nursing Research: Appraising Evidence for Nursing Practice’. 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Self Identity During The Harlem Renaissance - Free Essay Example

Sample details Pages: 8 Words: 2276 Downloads: 1 Date added: 2019/05/23 Category Art Essay Level High school Topics: Renaissance Essay Did you like this example? In Claude McKayrs Home to Harlem, mainly set in Harlem the story of Jake Brown is told as he returns from France, after deserting the US Military to come back to America. In Wallace Thurmanrs The Blacker the Berry we follow Emma Lou Morgan as she faces colorism within her own community and her discovery of her self-identity. In their novels, McKay and Thurman both argue that the different experiences that you go through in life affect your self-identity and your individuality. Don’t waste time! Our writers will create an original "Self Identity During The Harlem Renaissance" essay for you Create order The experiences that their characters go through are what will change how they think of themselves. This teaches readers that they must discover their selves and when they can finally say that they know who exactly they are, others that they will encounter will be able to know who they are just from looking at them. Jake and Emma Lou learn to develop their own identity to help them finally be happy with themselves, and who they are. Jake struggles to develop his individuality in his gender and with that sexuality, while Emma Lou struggles with her race and the colorism that is placed onto her that she must learn to adapt to. They both struggle with finding their own self-identity, but the development of the characters own self and their individuality is what will stand out in Harlem. However their sense of self is divided. Does Jake settle down or does he keep living his life the way that many other black men did at the time in Harlem. Should Emma Lou listen to what others are saying to her or should she conform to the expectations that the lighter skinned people around her have for her? These are the questions that are answered near the end of each novels. Jake is on the journey to self-discovery, but what sets him apart from others in this journey, is the evolution of his own sexuality which is very apparent to the reader in the beginning. The readers know what he is like, but at the same time they also dont know what he is completely like because there are some things about him that have just not been explored yet. Jake is very comfortable with his own sexuality and his sexual freedom, as well as his own masculinity. He is defined by his sexual desires. He goes to clubs in Harlem and the other big cities that he has traveled to. Despite this Jake is not as sexually deviant as most people and his friends portray him to be. Deep down he just wants to be with someone. Because he cant show this side to those around him goes around with the women that he meets. We know that we are dealing with more than his sexual matters. The speakeasyrs that he goes to around town all of the time allow him to further discover his sexual being, despite the reader already knowing that he already has. Throughout the beginning book, he gets into sexual relationships with multiple women, even leaving one who wished he would hit her when they got into a fight. Jake needs to work on being himself and not relying on the women around him to get by. He can still find a nice woman to finally settle down with, but he wants one who will be fine with letting him be able to do work of his own. Jake wanted to settle down with someone, which he does for a period of times. For that time period he settles with Rose, until she was with another man when he was out when he was away and when she asked him to hit her and he refused, she left, never to be seen again, however Jake only does this because of his desire to have someone in a steady relationship with him at the time. Jake did not care. He did not love her, he had never felt any deep desire for her. He had gone to live with her simply because she had asked him when he was in a fever mood for a steady mate. (McKay 114). Jake has a set idea of women and thinks he knows how to deal with their sexual matters and how they live. He thinks he can be with any women he so pleases because of his good looks and he thinks he knows exactly what he wants, but the reader knows that he does not truly know what he wants, or else he would have settles down with a woman. Also knowing that Jake is always with a different woman the reader can infer that he really does not know what exactly he wants. However, over that s tarts to slow down along with his sexual affairs in general during his time aboard the Pennsylvania Railway, once he meets Ray. After that he doesnt seem to be involved with women as much as he used to, that is until he saw Felice again. Love should be joy lifting man out of the humdrum ways of life. He had always managed to delight in love and yet steer clear of the hate and violence that govern it in his world. His love nature was generous and warm without any vestige of the diabolical and sadistic. (McKay 328). Jake wants to find love, but he has trouble with dealing with the hurt that it may bring onto him, just in case it goes bad on him. He shows that he can fall in love, as he does with Felice the first moment that he encountered her. They walked along Leno Avenue. He held her arm. His flesh tingled. He felt as if his whole body was a flaming wave. [ ] She was beautiful. He loved the curious color on her cheek. (McKay 12) [ ] while Jake is offered free sex from Miss Curdy, in Harlem he gives Felice ?all the money he ?has left in the world.(Lewis 371) Jake does this because he finds her beautiful enough to pay her to have sex with him, despite being prostitution and that being all of the money that he has left. Jake is set apart from all of the other men that he knows, most of the other men dont settle down. Even Jakers closest friend, Zeddy, will find any girl and try to live off of them, he does this with Susy when he moves in with her, telling Jake his motive That she is not attractiv e but that she makes great food. Jake somewhat does this with Rose, but he does it because he wants comfort with another woman, one that does not have to end up being just a sexual encounter where they never happen to see that person ever again, but still, he does not love her. By the end Jake does not really seem to care what the other men think of him, especially his best friend Zeddy, who turns on him, due to jealousy. By the end, it seems that he wants to be able to provide for the woman that he will end up with, which is why he takes Felice with him for a new, fresh start, to Chicago, after Jake gets into the fight with Zeddy. He still doesnt exactly know what he wants but he does know that if he wants to settle down, possibly with Felice, he needs to move away from all of the surrounding problems, for a fresh start, so that he can finally get an idea of what kind of relationship he actually wants with her. In The Blacker the Berry Emma Lou is on the discovery to finding her own racial identity among her own race. Due to growing up in a mixed family, where everyone is blue-veined and her own family discriminates against her, Emma Lou has trouble accepting herself. She feels left out of her family and her town, with her being the only dark-skinned person in Boise. Emma Lou had been born in a semi-white world, totally surrounded by an all-white one, and those few dark elements that had forced thei r way in had either been shooed away or else greeted with derisive laughter.(Thurman 5) Being in that white world and with her family fitting in with that white world due to the lightness of the skin, combined with her family looking down on her makes her very self-conscious. Despite this, this is something that the narrator conceals from the reader. Instead she externalizes her problems onto those around her. When Emma Lou meets Hazel, another dark-skinned woman, at the University of Southern California, she turns her away by making fun of her, along with her peers. Emma Lou does this because Hazel is being herself and not really caring about what the others think of her by dressing a certain, which Emma describes her appearance as circus-like, she can be vulgar, and she was performing for the students because she thought that it was fun. Hazel juxtaposes against Emma Lou, with Hazel being the one closest to her true self with Emma Lou being the opposite. Hazel doesnt really care what the others think of her so when Emma Lou is making fun of those who racially identify closest to her own skin tone, she immediately shuts them out, instead of making friends with them. Emma Lou always felt like she was an outsider. Her own family shamed her for something that she could not help, her dark skin, her own mother calling her evil later on in the novel. Emma Lou even tried many different ways to lighten her skin, so that she could feel like less of an outsider to her family, but nothing ever worked for her. To make up for that Emma Lou starts to date men with light skin, something that makes her feel better if she can be dark and get a light skinned man, then she will end up with a good life. However there was one exception, a man named John, with whom she dated for a little while before she decided that he was too dark for her, she then, stroking her ego, by saying how poor he must be feeling to be broken up with her. When Emma Lou thinks this it makes her feel like she was above him, despite having a similar skin tone. When Emma Lou starts seeing Alva, she falls in love with him because she believes that he loves her. She still feels overshadowed by Geraldine, another woman that Alva is seeing at the same time, with the knowledge of Emma Lou, because Geraldine is light-skinned, and she gets to go to all of the parties. That shows Emma Lou that Alva likes a light-skinned woman because she is easier to show off to people, whereas Emma Lou cannot be shown off for the risk of driven away from those in the community. But Alva unknowingly helps Emma Lou realize that she doesnt need Alva to make her feel good about herself, when she realizes that he is not as great as she thought he was due to him not taking care of the child that he has with Geraldine, that Emma Lou takes care of because Geraldine ran off. This becomes the turning point for Emma Lou when she realizes she needs to stop running away from her problems. Emma Lou searches for self-identity within a community defined by all different types of classifications, whether it be race, gender, or sexuality. But wherever she goes she never seems to e scape colorism. When she moves to Los Angeles to go to college where she believed that she would be able to be treated better by people in general, due to it being a big city, but she gets it even worse. When she wanted to join a sorority, because she was not light-skinned, she was turned away. She finds colorism and prejudice in New York and in Harlem. She had left Boise to get away from all of the prejudice that she was feeling, only to be met by even more. Emma finally realizes that she had spent almost her entire life resenting herself for something that she could not change, and she decides to never run away again, while at the same time running away from Alva, but as a point to have a fresh start, where she can work on herself. In Pyrrhic Victory, it seems as if Thurman is trying to resolve Emma Lours struggle with self-identity through sacrifice within her own community, however Emma Lou decides to stop running away from her problems in order to search for her inner self (Cook 141-142). Emma knows that there are other people like her out there that have to deal with the exact same things, and that she needs to learn how to accept herself. She may not know exactly how to get there but she knows that she needs to start with the first step†getting away from what she has now to start anew. By the end of the novels, they each learn how to adapt to their own expectations of themselves. Their own identity is not fully developed but they know how to build off of their own sense of self and they know that they have to work on their own identity and not what other people see them as. The somewhat abrupt endings of the novels and not knowing what will happen to the characters afterwards, helps articulate that there are still some things out there that they have not yet discovered about themselves, but in the moment, they know that they are going in the direction they should be.